Course: Composition & Music Production 1 credits: 40
- Course code
- MZVB18C&M3
- Name
- Composition & Music Production 1
- Study year
- 2023-2024
- ECTS credits
- 40
- Language
- Dutch, with parts in English
- Coordinator
- M.R.E. Vondenhoff
- Modes of delivery
-
- Tutorial
- Assessments
-
- semester 5 - Other assessment
- semester 6 - Other assessment
Learning outcomes
After a broad foundation has been laid in year 1 & 2 within the overarching field of composition and music production, partly by offering major education in the four pillars of composition, composition for media, songwriting and production, from year 3 there is room for an increasing specialization of the student within the field. Where in years 1 and 2 there was a greater emphasis on the professional competence domain, in year 3 there will be a stronger emphasis on the artistic and professional-social competence domain.
In the third year, the student researches and discovers her distinctive combination of qualities and thus develops a focus for his graduation year. The student conducts research into "best practices" from the professional field. The student is able to realize larger projects with a greater degree of independence. The student learns to deal with a greater degree of responsibility for the content of their studies. The student eventually reaches a level of craftsmanship and artistry in the work (with more time & feedback than usual in the professional field), which closely approximates the level in the work field.
In the third year, the student researches and discovers her distinctive combination of qualities and thus develops a focus for his graduation year. The student conducts research into "best practices" from the professional field. The student is able to realize larger projects with a greater degree of independence. The student learns to deal with a greater degree of responsibility for the content of their studies. The student eventually reaches a level of craftsmanship and artistry in the work (with more time & feedback than usual in the professional field), which closely approximates the level in the work field.
Content
The student writes a Professional Development Plan (PDP) per semester under the supervision of the main subject teachers. The C&M study guide describes in more detail what this plan complies with.
The purpose of the PDP is to map out where the student is now (reflection), where the student wants to go (goal) and what the student can best do within his studies to achieve this goal. The core of this learning path is in any case the writing and / or production of compositions and / or music productions ("works"), where applicable supplemented with relevant additional components in areas such as research, presentation, collaboration and reflection.
The PDP describes which works the student will produce and on the basis of this it is assessed per semester which main subject teachers supervise the student in which part of the PDP. In this way, the PDP offers structure within an individual process.
In year 3, the emphasis is on finding (and / or validating) the final individual specialization, so that it is generally clear at the end of the year with which specialization the student will graduate in year 4. Year 3 will often be a year in which the student investigates where the ultimate specialization (in year 4) lies.
Progressive development in the three competence domains (artistic, technical, professional-social) is required and is therefore included in the assessment of the PDP and in the assessment of the work.
Every student develops differently, so the following is a generalization: in the artistic field, year 3 focuses on discovering / developing one's own voice. From a technical point of view, the focus is on tracing and closing any gaps. Professional-social is a requirement of the work in the 2nd semester of year 3 that the student comes out with a work or project and that the work / project also organizes it.
The teachers can provide the student with a number of common assignment forms that have proven themselves in this phase of the study, but are not limited to this. The aim is to give every student the degree of freedom that suits the student. Where in year 1 & 2 the assignments have clear frameworks and are often focused on partial aspects of the work, from year 3 onwards the student is increasingly responsible for the whole of the (composition or production) work from the first idea to with the realization.
The purpose of the PDP is to map out where the student is now (reflection), where the student wants to go (goal) and what the student can best do within his studies to achieve this goal. The core of this learning path is in any case the writing and / or production of compositions and / or music productions ("works"), where applicable supplemented with relevant additional components in areas such as research, presentation, collaboration and reflection.
The PDP describes which works the student will produce and on the basis of this it is assessed per semester which main subject teachers supervise the student in which part of the PDP. In this way, the PDP offers structure within an individual process.
In year 3, the emphasis is on finding (and / or validating) the final individual specialization, so that it is generally clear at the end of the year with which specialization the student will graduate in year 4. Year 3 will often be a year in which the student investigates where the ultimate specialization (in year 4) lies.
Progressive development in the three competence domains (artistic, technical, professional-social) is required and is therefore included in the assessment of the PDP and in the assessment of the work.
Every student develops differently, so the following is a generalization: in the artistic field, year 3 focuses on discovering / developing one's own voice. From a technical point of view, the focus is on tracing and closing any gaps. Professional-social is a requirement of the work in the 2nd semester of year 3 that the student comes out with a work or project and that the work / project also organizes it.
The teachers can provide the student with a number of common assignment forms that have proven themselves in this phase of the study, but are not limited to this. The aim is to give every student the degree of freedom that suits the student. Where in year 1 & 2 the assignments have clear frameworks and are often focused on partial aspects of the work, from year 3 onwards the student is increasingly responsible for the whole of the (composition or production) work from the first idea to with the realization.
Included in programme(s)
School(s)
- Prince Claus Conservatoire